Bibliographic record and links to related information available from the Library of Congress catalog.
Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.
Contents Section 1 General Teaching Strategies small steps pre-task/topic discussion short sentences and visuals print size/ page layout/font self-correction teacher checklist general framework for teaching dyslexic learners Section 2 Reading and Comprehension increase reading fluency extend language experience paired reading comprehension monitoring reciprocal reading mapping and webbing charts, time-lines øsoapø gesture make own tape getting involved in the story consolidate vocabulary Picture This! sequencing events sentence expansion re-reading familiar books selecting reading techniques checking readability level Section 3 Spelling Teach Spelling Rules Explicitly Using Codes Block Spelling Key Words and Visuals Sound as you Spell Spelling Ratios / Multiple Spelling Choices Word Lists Look, Cover, Write, Check Simultaneous Oral Spelling Visualisation Cued Spelling Section 4 Creative Writing Scribing Brainstorming My Favourite Things Visuals Draw a Forest Forest Adventure Postcard Collage Mystery Object Diamante Poems Section 5 Learning Strategies Learning style Introducing new learning Sequence the story Over-learning Introduce key points Chunking Using previous knowledge develop a structure recognise the importance of the environment develop metacognitive awareness use visual imagery preparing and answering essay questions Section 6 Planning for Learning make a framework for planning managing time for planning topic specific vocabulary prepare board games prepare a key task glossary plan for differentiated learning Section 7 Memory learn it actively trigger words relax mind mapping write, recite and repeat review notes positive attitude over-learning ø use it before you lose it self-knowledge/ study plan mnemonics organise your mind acronyms Section 8 Teaching Dyslexic Children ødo and donøts copying from the board over reliance on spellcheckers colour coded timetable marking and correcting work presenting work extra time designing worksheets stimulate intelligence / thinking and re-thinking create a dyslexia friendly classroom listen Section 9 Number work/ maths concrete examples encourage their own strategies and learning style get the right software two clock faces singing the multiplication tables Section 10 Dyslexia across the curriculum talk, talk, talk card matching and puzzles text reconstruction labelling and constructing diagrams generalise concepts provide background vocabulary, discussion and structure make languages dyslexia friendly improvisation use multiple intelligence develop dyslexia-friendly guidance Appendix a note on dyslexia
Library of Congress Subject Headings for this publication:
Dyslexic children -- Education.